An investigation into learning and teaching style preferemces at quang ninh teacher training college

MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY VU THI HUONG GIANG AN INVESTIGATION INTO LEARNING AND TEACHING STYLE PREFERENCES AT QUANG NINH TEACHER TRAINING COLLEGE SUBMITTED IN PARTIAL FULFILMENT OF REQUIREMENTS OF THE DEGREE OF MASTER IN TESOL SUPERVISOR’ S NAME: MA HOANG VAN HO AT (է w ^ 째 ք T4TV Hanoi, October 2008 ՜՜ᅳ ^ ĩrungĩ Am ĨHỒN8TINTHƯVIẾN !NN-VHNũữc HGOẢI ■ ■ 琴 ■ ± քէձձՕ յ STATEMENT OF AUTHORSHIP I certify that the minor thesis entitled nAn investigation into learning and teaching style preferences at Quang Ninh Teacher Training College” and submitted in partial fulfillment o f the requirements for the degree of Master o f Arts in TESOL is the result of my work, except where otherwise acknowledged, and that this minor thesis or any part of the same has not been submitted for a higher degree to any other university or institution The research reported in this thesis was approved by Hanoi University ACKNOWLEDGEMENTS Firstly, I would like to express my sincere thanks to my academic supervisors, Mr Hoang Van Hoat, M.A (TESOL), a senior lecturer at Hanoi University, from whom I received constant encouragements, guidance, and valuable critical feedback in the preparation and completion o f this thesis I also wish to acknowledge all the MA lecturers and the whole staff of the Post-Graduate Department at Hanoi University for their professional teaching and kind help throughout the course I wish to express my deep gratitude to Ms Nguyen Thai Ha, M.A (TESOL), the Vice Dean o f the Post-Graduate Department, who have provided me with an invaluable source of knowledge during my M A course at Hanoi University My special thanks go to my colleagues and all my students in the experimental groups who have offered me strong supports and encouragement during my study Last, but not least, I wish to say thank you to my family for their love, care, and tolerance that encourage me a lot in completing this study ABSTRACT This study is an investigation into the learning and teaching style preferences at Quang Ninh Teacher Training College (QNTTC) The Perceptual Learning Styles Preference Survey (PLSPS) by Reid (1998) was used to determine the preferred learning styles and Peacock’s (2001) modified version o f PLSPS was used to determine teaching styles at QNTTC Statistical analysis o f variance was done to determine the percentage of match between the preferred learning and teaching styles The study purposes included determining i f a match existed between students’ learning styles o f non-English majors and teaching styles o f language teachers at QNTTC The participants were eight language teachers and 160 non-English major students aged 18-19 on average at QNTTC The ages o f the teacher participants ranged from 29 to 48 with the average age being 38 The teachers favored tactile and group as their major teaching styles Their least preferred instructional styles were individual On PLSPS by Reid (1998)，the student participants favored kinesthetic and auditory Their least preferred scales were for tactile In this study, the worst mismatches between the teaching styles o f language teachers and the learning styles o f non-English majors at QNTTC were tactile and group learning Besides, there are some differences in learning styles between the students o f natural sciences and social sciences The students o f natural sciences most preferred kinesthetic and individual as their major learning styles, while the students o f social sciences chose kinesthetic and group as their major leaning style preferences Another difference between the natural science students and the social science students is the former chose group to be another negligible learning style, while the latter showed their negative preference for individual learning In addition, there were differences between learning styles o f the sub-groups o f students at the different academic school years, such as, there was a mismatch between the preferences for individual learning style o f the first-year natural students and the second-year natural science students, while a mismatch existed between group learning style o f the first-year social science students and the second-year social science students Based on the findings o f the study, some suggestions are recommended for using strategies to the students at QNTTC and implications for learning and teaching in language classrooms at QNTTC iii LIST OF ABBREVIATIONS EFL : English as a foreign language NS-I : First-year natural science NS-II : Second-year natural science PLSPS : Perceptual Learning Styles Preference Survey QNTTC : Quang Ninh Teacher Training College SS-I : First-year social science SS-II : Second-year social science TESOL : Teaching o f English to Speakers o f Other Languages UG : Undergraduate students LIST OF APPENDIXES, FIGURES AND TABLES Appendix 1: Questionnaire for students (English version) pages 69 Appendix 2: Questionnaire for students (Vietnamese version) 72 Appendix 3: Questionnaire for the teachers 75 Figure 4.1: Major, minor, and negligible leaning style preferences o f the first-year natural science students at QNTTC, 2007 34 Figure 4.2: Major, minor, and negligible leaning style preferences o f the secondyear natural science students at QNTTC，2007 35 Figure 4.3: Major, minor, and negligible leaning style preferences o f the first-year social science students at QNTTC，2007 37 Figure 4.4: Major, minor, and negligible leaning style preferences o f the secondyear social science students at QNTTC, 2007 39 Figure 4.5: Summary o f learning style preferences o f the non-English majors at QNTTC，2007 Figure 4.6: Major, minor and negligible language teaching stylesat QNTTC, 2007 42 44 Table 2.1: Overview o f six learning styles according to Richardsand Lockhart (1994)，Reid (1998) and W iling (1988) 14 Table 3.1: Profile o f student subjects at QNTTC, 2007 26 Table 4.1: Major, minor, and negligible leaning style preferences o f the first-year natural science students at QNTTC, 2007 34 Table 4.2: Major, minor, and negligible leaning style preferences o f the secondyear natural science students at QNTTC, 2007 35 Table 4.3: Comparison o f the First-year Natural Science and the Second-year Natural Science Students’ Learning Style Preferences at QNTTC，2007 36 Table 4.4: Major, minor, and negligible leaning style preferences o f the first-year social science students at QNTTC, 2007 38 Table 4.5: Major, minor, and negligible leaning style preferences o f the secondyear social science students at QNTTC，2007 39 Table 4.6: Comparison o f the First-year Social Science and the Second-year Social Science Students’ Learning Style Preferences at QNTTC, 2007 Table 4.7: Comparison o f the natural science and the social science students’ learning style preferences at QNTTC, 2007 Table 4.8: Summary o f learning style preferences o f the non-English majors at QNTTC, 2007 Table 4.9: Major, minor and negligible language teaching styles at QNTTC, 2007 Table 4.10: Comparison o f language teaching styles and the first-year natural science з и кіе г^ perceptual learning style preferences at QNTTC, 2007 Table 4.11: Comparison o f language teaching styles and the second-year natural science students9perceptual learning style preferences at QNTTC, 2007 Table 4.12: Comparison o f the language teaching styles and the first-year social science students9perceptual learning style preferences at QNTTC, 2007 Table 4.13: Comparison o f the language teaching styles and second-year social science students’ perceptual learning style preferences at QNTTC，2007 Table 4.14: Comparison o f the language teaching styles and the non-English major students’ perceptual learning style preferences at QNTTC, 2007 TABLE OF CONTENTS STATEMENT OF A U TH O R S H IP AC KN O W LED G EM EN TS A B S TR A C T LIST OF A B B R E V IA T IO N S LIST OF APPENDIXES, FIGURES AND T A B L E S TABLE OF C O NTEN TS • » '» 'V V vii CHAPTER 1: INTRODUCTION լ THEORETICAL BACKGROUND OF THE STUDY 1.2 STATEMENT OF THE PROBLEMS 1.3 OBJECTIVES AND RESEARCH OF THE STUDY 1.4 SIGNIFICANCE OF THE STUDY 1.5 SCOPE OF THE STUDY 1.6 ORGANIZATION OF THE THESIS CHAPTER 2: LITE R A TU R E REVIEW 2.1 DEFINITIONS OF LEARNING AND TEACHING STYLES 2.1.1 DEFINITIONS OF LEARNING STYLES 2.1.2 DEFINITIONS OF TEACHING STYLES 2.2 DIMENSIONS OF LEARNING STY LES 2.2.1 ANALYTIC VERSUS GLOBAL PROCESSING AND ITS UKELY CORRELATES 10 2.2.1.1 FIELD-DEPENDENCE VERSUS FIELD-INDEPENDENCE 10 2.2.1.2 REFLECTION VERSUS IMPULSIVITY 11 2.2.1.3 INTUITION VERSUS SENSING 12 2.2.2 SENSORY PREFERENCES 12 2.2.2.1 VISUAL LEARNERS 12 2.2.22 AUDITORY LEARNERS 12 2.2.2.3 KINESTHETIC LEARNERS 13 vii 2.2.2A TACTILE LEARNERS 13 2.2.3 GROUP AND INDIVIDUAL LEARNERS 13 2.2.4 SUMMARY 14 2.3 LEARNING STYLES AND TEACHING STYLES 15 2.4 LEARNING STYLES AND LEARNING STRATEGIES 18 2.5 PREVIOUS RESEARCH ON LEARNING STYLES AND TEACHING STYLES 20 2.6 LEARNING STYLES AND TEACHING STYLE INSTRUMENTS 22 2.7 SUMMARY 23 CHAPTER 3: M ETHODOLOGY 3.1 RESEARCH QUESTIONS OF THE STUDY 25 3.2 SUBJECTS OF THE STUDY 25 3 DATA COLLECTION INSTRUMENTS 27 3.4 DATA COLLECTION PROCEDURES 30 3.5 DATA ANALYSIS 32 3.6 SUMMARY 32 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 4.1 PRESENTATION AND ANALYSIS OF THE FINDINGS 33 4.1.1 PREFERRED LEARNING STYLES OF THE NON-ENGUSH MAJORS AT QNTTC 33 4.1.1.1 PREFERRED LEARNING STYLES OF THE FIRST-YEAR NATURAL SCIENCE STUDENTS AT QNTTC 33 4.1.1.2 PREFERRED LEARNING STYLES OF THE SECOND-YEAR NATURAL SCIENCE STUDENTS AT QNTTC 35 4.1.1.3 PREFERRED LEARNING STYLES OF THE FIRST-YEAR SOCIAL SCIENCE STUDENTS AT QNTTC 37 4.1.1.4 PREFERRED LEARNING STYLES OF THE SECOND-YEAR NATURAL SCIENCE STUDENTS AT QNTTC 4.1.1.5 COMPARISON BETWEEN THE LEARNING STYLE PREFERENCES OF NATURAL 38 multi-sensory instructional materials, thus providing resources and alternatives to assist their students in gaining mastery o f the curriculum as Zippert (1985， p 87) asserted that “ students can identify their individual learning preferences and tend to respond positively to teaching methods which are consonant with their preferred mode o f learning,， To provide a viable educational environment for all students, teachers should try to identify the learning styles o f their students; match their teaching styles to students’ learning styles for difficu lt tasks, capitalizing on students’ preferred learning styles In addition, teachers should try to strengthen weaker learning styles through easier tasks and drills By doing those, teachers can assist their students in becoming more effective language learners 63 REFERENCES Anderson, w R., & Bruce, s w (1979) A plan for matching learning and teaching styles In o B Kieman (Ed.), Student Learning Styles Reston, VA: National Association o f Secondary School Principals Abraham, R (1985) Field dependence/ independence in the teaching grammar TESOL Quarterly, 19 (4), p 680-702 Brookfield, s D (1988) Understanding and facilitating adult learning San Francisco: Jossey-Bass Brown, R (1978) 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Natural science (Biology, Chemistry, Math, Physics) Social science (Geography, History, Literature) Which academic year are you in? J The first year The second year II Part 2: Perceptual Learning Styles Preference Questionnaire Directions: People learn in different ways For example, some people learn primarily with their eyes (visual learners) or with their ears (auditory learners); some people prefer to learn by experience and/or by ^hands-on” tasks (kinesthetic or tactile learners); some people learn better when they work alone, while others prefer to learn in groups This questionnaire is designed to help you identify the way(s) you learn best, the way(s) you prefer to learn Read the 30 statements on the following page Please respond to the statements AS T H E Y APPLY TO YOUR STUDY OF EN G LISH Decide whether you agree or disagree with each statement For example, i f you strongly agree w it it, m ark X： strongly agree undecided disagree strongly disagree agree (3) (4) (2) (1) h X Please respond to each statement quickly, without too much thought Try not to change your responses after you choose them Please answer all the questions Use a pen to mark your choices strongly agree agree undecided disagree strongly disagree 69 Statements When the teacher tells me the instructions, I understand better 5 5 5 2 I prefer to learn by doing something in class I get more work done when I work with others I learn more when I study with a group In class I learn best when I work with others learn better by reading what the teacher write on the chalkboard When someone tells me how to something in class, I learn it better When I things in class, I learn better 1remember things I have heard in class better than things I have read 10 When I read instructions, I remember them better 11.1 learn more when I can make a model of something 12.1understand better when I read instructions 13 When I study alone, I remember things better 14.1 learn more when I make something for a class project 15.1enjoy learning in class by doing experiments 16.1 learn better when I make drawings as I study 17.1 learn better in class when the teacher gives a lecture 18 When I work alone, I learn better 19.1 understand things better in class when I participate in role-playing 20 learn better in class when I listen to someone 21 1enjoy working on an assignment with two or three classmates 22 When I build something, I remember what I have learned better 23.1prefer to study with others 24 learn better by reading than by listening to someone 25 1enjoy making something for a class project 26 learn better in class when I Gan participate in related activities 27 In class, I work better when I work alone 28 1prefer working on projects by myself 29 learn more by reading textbooks than by listening to a lecture 30 1prefer to work by myself 70 Self-scoring Sheet for P erceptu al L earn in g Styles P reference Survey Directions: There are statements for each learning category in this questionnaire The questions are grouped below according to each learning style Each question you answer has a numerical value: strongly agree agree undecided disagree strongly disagree F ill in the blank below with the numerical value o f each answer For example, i f you answered strongly agree for statement (a visual question)，write the number (SA) on the blank next to question Visual :5 When you have completed all the numerical values for Visual, add the numbers together Multiple the answer by 2, and put the total in the appropriate blank Follow this process for each o f the learning styles categories When you are finished, look at the scale that follows It w ill help you determine your major learning styles preference(s): score: 38-50 minor learning styles preference(s): score: 25-37 negligible learning styles : score: 0-24 Scoring sheet Visual Auditory Kinesthetic 81 (Score) Tactile a l X 29 T - T0 - ^ 101 2 24 T - X a l (Score) Group X (Score) Individual 11 14 16 22 25 Total t ,o :al X (Score) 71 - 2丁 2 T (Score) a l X = (Score) APPENDIX 2: PERCEPTUAL LEARNING STYLES PREFERENCE QUESTIONNAIRE (Vietnamese version) BẢN ĐIỀU TRA VỀ PHONG CÁCH HỌC Đ ợ c ƯA THÍCH Bàn điều tra đáy nhằm thu thập liệu cho đề tài nghiên cứu phong cách học ngoại ngữ cùa sinh viên khối không chuyên ngữ cùa trường Cao Đẳng Sư Phạm Quàng Ninh, số yếu tố ành hưởng đến phong cách số quan điểm phong cách dạy học cùa giảng viên sinh viên trường Các câu trả lời cùa bạn quan trọng với thành công cùa đê tài nghiên cứu Các liệu thu thập qua bàn điều tra chi dùng vào mục đích nghiên cứu đề tài khơng dùng vào mục đích g ì khác Xin bạn vui lòng trả lời câu hỏi đây: I PHẢN I: (Hãy tích vào trống bên cạnh câu lựa chọn phù hợp với bạn) Bạn theo học chuyên ngành trường CĐSPQN? Khoa học tự nhiên (gồm mơn: Sinh, Hố， Tốn Vật Lí) Khoa học tự nhiên ( gồm mơn : Địa lí, Lịch sử Văn học) Bạn học năm nào? Năm thứ Năm thứ hai II PHÀN II: Băn điều tra phong cách học ưa thích Hướn2 (iẫ가 Người ta học nhiều cách khác Ví dụ số người chủ ỵếu học mắt {những người học cách đọc) tai {những người học cách nghe số người thích học qua trải nghiệm và/ việc phải làm tận tay {những người học qua việc thực hành hay người học qua thao tác ốằng tay; số người khác lại thích học theo nhóm (những người thích làm việc theo hình thức nhóm), số người khác học tốt học (những người học theo hình thức cá nhăn) Bảng câu hỏi thiêt kế nhằm giúp bạn nhận cách học mà bạn ưa thích Bạn đọc câu trang sau chọn mức độ thích ứng việc học mơn Tiếng Anh thân Ví dụ, bạn hồn tồn đồng ý，bạn đánh dấu X vào MHồn tồn đồng ý giong sau: )： Hồn tồn đơng ý (5) Đơng ý (4) Phân vân (3) Khơng đồng ý (2) Hồn tồn khơng đơng ý (1) X Hồn tồn đơng ý Đơng ý Phân vân Khơng đơng ý Hồn tồn knong đơng ý 72 5 5 5 1 K hi giáo viên nói hướng dẫn tơi hiểu tốt Tơi thích học băng cách thực hành lớp Tôi làm nhiêu hon làm việc với người khác Khi học nhóm tơi học nhiêu Trong lớp, học tôt làm việc với bạn khác Tôi học tôt băng cách đọc mà giáo viên viết bảng Trong lớp, tơi học điều tốt hướng dẫn làm Tôi học tôt thực hành lớp Trong lớp, tơi nhớ tơi nghe tơt mà tơi đọc 10 K hi tơi tự đọc lời dân tơi thường nhớ tôt ᄀ 11 Tôi học tốt làm mau lớp học 12 Tôi hiểu tốt tự đọc lời dán 13 Khi học tơi nhớ thứ tôt 14 Tôi học nhiều làm điều cho tập chung lớp 15 Trong lớp, tơi thích học băng cách làm thực hành 16 Tôi học tôt vừa viết vừa học 17 18 19 20 21 22 23 24 25 Trong lớp, giáo viên diễn thuyết học tốt K hi học tơi học tôt K hi tham gia hoạt động đóng vai lớp tơi hiểu tơt Trong lớp, học tôt hom nghe trình bày Toi tmch làm tiêu luận với hai ba người bạn khác lớp K hi xây dựng điều đó, tơi nhớ học tốt hom Tơi thích học với người khác Bằng cách đọc học tot bàng cách nghe trình bày Tơi thích làm việc cho tập lớp 26 Tơi học tôt nhât lớp tham gia hoạt động liên quan đên 27 Trong lớp, làm việc tơi học tốt 28 Tơi thích làm tập 29 Bằng cách đọc giáo trình, tơi học nhiều cách nghe diễn thuyết 30 Tơi thích đươc làm viêc mơt 73 Bản tự đảnh giá phong cách học ưa thích Ilưởng dẫn: Mồi loại phong cách có câu hịi câu hịi mà bạn vừa hoàn thành Các câu hỏi tập hợp theo nhóm bên theo loại phong cách Mỗi câu trả lời bạn có giá trị điểm tương ứng với số mà bạn đánh dấu câu hỏi Hãy điền vào chỗ trống sau giá trị mồi câu trả lời bạn Ví dụ bạn đánh dấu vào cột số {hoàn toàn đồng ỷ) cho câu (một câu hỏi thuộc thị giác), bạn viết số vào khoảng trống bên cạnh câu đây: Visual (thuộc thị giác) _5 Khi bạn hoàn thành tất giá trị cho Visual, bạn cộng tất số lại nhân kết với Và bạn ghi kết vào phân trống thích hợp Bạn thực theo tiến trình mồi loại phong cách Khi bạn hoàn thành, bạn nhìn vào thang điểm bên dưới, bạn xác định phong cách học ưa thích chính, phong cách học ưa thích thứ yếu, phong cách học khơng đáng kể bạn Tỉ số: 38-50 Tỉ số: 25-37 Tỉ số: 0-24 Phong cách học ưa thích Phong cách học ưa thích thứ yếu Phong cách học khơng đáng kể Bảng tính tỉ s ố Visual (nhìn) Auditory (nghe) Kinesthetic (hoạt động) ,Ẫ n g n g 192 パ Tо сộ X = (Tỉ số) 2оT oсộ 10 12 24 29 Tổng cộng X X (Tỉ (Tỉ số) số) Tactile (thao tác băng tay) Group (nhóm) 2123 о с ô パ T :5^0 с 112 n g ^ g X Individual (cá nhân) 13 18 27 28 30 Tổng cộng X ộ (Ti số) (Tỉ số) 74 X (Tỉ sổ) APPENDIX 3: TEACHING STYLE QUESTIONNAIRE P erceptual L earning/ T eaching Styles P referen ce Survey Please fill in the follow ings truly Directions: People learn in different ways For example, some people learn primarily with their eyes (visual learners) or with their ears (auditory learners); some people prefer to learn by experience and/or by uhands-on” tasks (kinesthetic or tactile learners); some people learn better when they work alone, while others prefer to learn in groups This questionnaire is designed to help you identify the way(s) you learn best, the way(s) you prefer to learn Read the 30 statements on the following page Please respond to the statements AS TH E Y APPLY TO YOUR STUDY OF ENGLISH Decide whether you agree or disagree with each statement For example, i f you always it, mark X： always (5) X often (4) sometimes (֊u rarely (2) never (1) Please respond to each statement quickly, without too much thought Try not to change your responses after you choose them Please answer all the questions Use a pen to mark your choices _ always often sometimes rarely never Statements 5 1 When the teacher tells me the instructions, I understand better 1prefer to learn by doing something in class get more work done when I work with others learn more when I study with a group In class I learn best when I work with others 75 learn better by reading what the teacher write on the chalkboard When someone tells me how to something in class, I learn it better When I things in class, I learn better I remember things I have heard in class better than things I have read 10 When I read instructions, I remember them better 5 5 11.1 learn more when I can make a model of something 12 I understand better when I read instructions 13 When I study alone, I remember things better 14 I learn more when I make Gomething for a class project 15.1enjoy learning in class by doing experiments 16.1 learn better when I make drawings as I study 17.1 learn better in class when the teacher gives a lecture 18 When I work alone, I learn better 19.1 understand things better in class when I participate in role-playing 20.1 learn better in class when I listen to someone 21 1enjoy working on an assignment with two or three classmates 22 When I build something, I remember what I have learned better 23 1prefer to study with others 24 learn better by reading than by listening to someone 25.1enjoy making something for a class project 26.1 learn better in class when I can participate in related activities 27 In class, I work better when I work alone 28 1prefer working on projects by myself 29 learn more by reading textbooks than by listening to a lecture 30.1 prefer to work by myself 76 Self-scoring Sheet for Perceptual Learning/ Teaching Styles Preference Survey Directions: There are five statements for each learning category in this questionnaire The questions are grouped below according to each learning style Each question you answer has a numerical value: always often sometimes rarely never Fill in the blank below with the numerical value o f each answer For example, i f you answered strongly agree for statement (a visual question), write the number (SA) on the blank next to question Visual :5 When you have completed all the numerical values for Visual, add the numbers together Multiple the answer by 2，and put the total in the appropriate blank Follow this process for each o f the learning styles categories When you are finished, look at the scale that follows It w ill help you determine your major learning styles preference(s): score: 38-50 minor learning styles preference(s): score: 25-37 negligible learning styles : score: 0-24 Scoring sheet Visual Kinesthetic Auditory X = a l Tactile a l X (Score) - 11 C T N T о ,o 1 2 T a ] (Score) X (Score) Individual Group II I 2 T 77 a l 0T x = (Score) •a (Score) 11 X = 21 23 Total X2 = (Score) ...MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY VU THI HUONG GIANG AN INVESTIGATION INTO LEARNING AND TEACHING STYLE PREFERENCES AT QUANG NINH TEACHER TRAINING COLLEGE SUBMITTED IN PARTIAL... learners, and include age and maturity， personality, aptitude for language, motivating influence, hemispheric processing orientation, learning and cognitive styles and strategies And learning styles and. .. Vietnam in general, and at Quang Ninh Teacher Training College (QNTTC) in particular Quang Ninh Teacher Training College is located in Uong Bi town, Quang Ninh province Students at QNTTC come from